This case study addresses the importance of adapting teaching strategies to accommodate students’ diverse academic experiences, ensuring an equitable learning environment. It aligns with the Professional Standards Framework, specifically addressing A2: teaching and supporting learning through appropriate approaches and environments and V1: respecting individual learners and diverse groups of learners, while also incorporating elements of K2: approaches to teaching and supporting learning appropriate for subject and level of study.
The study is based on the Collaborative Unit run by MAIM and MAAI at CSM, and it explores how different student experiences influence teamwork and knowledge-sharing and how the application of cultural and educational theories can support more effective collaboration. Given that many UAL programmes incorporate collaborative units, discussions with colleagues across various courses and faculties confirm that these challenges are widely shared. You can check here another post related to the Collaborative Unit (Reflections on being observed by a peer: Facilitating Team Collaboration and Conflict Resolution).
Background
In today’s globalised higher education landscape, classrooms are increasingly diverse, with students bringing varied cultural and educational backgrounds that shape their approaches to learning and collaboration (Deardorff, 2006). While this diversity enhances the learning experience by introducing multiple perspectives, it also presents challenges, particularly in group work, where different understandings of collaboration, leadership, and communication can lead to misunderstandings and conflict (Meyer, 2014).
The Collaborative Unit has run for 6 weeks and one key challenge identified at the very beginning of the project was that students experienced frustration and difficulty progressing with their teamwork due to misaligned expectations and differing approaches to academic work. Many struggled to understand how their peers structured tasks, made decisions, and engaged in collaborative problem-solving, leading to inefficiencies and tensions within the group. This aligns with findings from Hofstede (2001), who emphasised that educational expectations vary significantly across cultures due to differing levels of power distance, individualism, and uncertainty avoidance. In our observed case, some students were highly familiar with independent research and self-directed learning, while others were engaging with structured academic inquiry in a group setting for the first time.
Evaluation
To address these challenges and foster a more inclusive learning environment, we introduced Erin Meyer’s Cultural Map framework, a widely recognised model that highlights how cultures differ across dimensions such as communication style, decision-making, and attitudes towards confrontation (Meyer, 2014). By mapping themselves and their peers within this framework, students gained deeper insights into their own collaborative styles and recognised that tensions often stemmed from cultural predispositions rather than personal shortcomings.
In parallel, Geert Hofstede’s cultural dimensions theory was introduced to provide further context on how different cultures approach learning and collaboration. For example, students from collectivist cultures, where group harmony is prioritised, initially hesitated to assert their perspectives, whereas students from more individualist cultures were accustomed to voicing their opinions assertively (Hofstede, 2001). This discrepancy created initial communication barriers, reinforcing the importance of explicitly addressing these dynamics in an academic setting.
Through these frameworks, students were able to identify the root causes of their frustrations, acknowledge the influence of cultural differences, and develop strategies for effective collaboration. Moreover, by discussing conflict moderation techniques such as assertive communication, students gained the confidence to express their perspectives in a constructive manner, eliminating any unspoken tensions or “elephants in the room” (Deardorff, 2009).
The integration of cultural mapping tools significantly enhanced students’ ability to collaborate effectively. In their final presentations, students demonstrated a remarkable level of self-awareness by mapping each group member’s position within the Cultural Map framework, illustrating how their diverse backgrounds contributed to the group’s collective learning process, and how the differences enhanced the final submission. This exercise not only improved teamwork dynamics but also fostered a sense of inclusivity, empowering students to articulate their ideas assertively and respectfully (Deardorff, 2009).
Moving forward
To foster more effective collaboration in diverse learning environments, I aim to embed cultural competence awareness into the curriculum, by including some of the following:
- Workshops on intercultural communication, providing students with practical tools to navigate diverse teams effectively (Spencer-Oatey & Franklin, 2009).
- Reflective exercises on personal biases and cultural expectations in learning environments (Gudykunst, 2004).
- Ongoing use of cultural frameworks such as Meyer’s Cultural Map and Hofstede’s dimensions to ensure that students develop the skills necessary for global collaboration.
These strategies equip students with the awareness and adaptability needed to engage effectively in diverse professional and academic environments, preparing them for the complexities of an interconnected world (Holliday, Hyde, & Kullman, 2010).
References
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
Deardorff, D. K. (2009). The SAGE Handbook of Intercultural Competence. Thousand Oaks, CA: SAGE.
Gudykunst, W. B. (2004). Bridging Differences: Effective Intergroup Communication. 4th ed. Thousand Oaks, CA: SAGE.
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. 2nd ed. Thousand Oaks, CA: SAGE.
Holliday, A., Hyde, M., & Kullman, J. (2010). Intercultural Communication: An Advanced Resource Book for Students. London: Routledge.
Meyer, E. (2014). The Culture Map: Breaking Through the Invisible Boundaries of Global Business. New York: PublicAffairs.
Spencer-Oatey, H., & Franklin, P. (2009). Intercultural Interaction: A Multidisciplinary Approach to Intercultural Communication. London: Palgrave Macmillan.